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        An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi

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        Links
        https://jl4d.org/index.php/ejl4d/article/view/391
        Date
        2020-07-20
        Abstract
        This paper analyses the mediation of heutagogical practices using mobile devices in a teacher training programme in Malawi. Existing literature suggests that the use of mobile devices facilitates the development of heutagogy, an educational approach characterised by interdependent learning, double- and triple-loop learning and participation in communities of practice. The study draws on three major heutagogical principles for its theoretical foundation. It adopts the case study method, and uses questionnaire, semi-structured interviews, focus group discussions and personal diaries for data collection. Mobile phone ownership is almost universal at the college and most of the student-teachers possess at least one Internet-enabled device. Despite laptop ownership and institutional access to computers being low, a relatively high number of student-teachers frequently use computers in their studies to complement mobile phones. Regarding heutagogical practices, few student-teachers claim to engage in interdependent learning as well as double- and triple-loop learning. Conversely, most of them tend to participate in communities of practice, particularly those involving students only. In addition, few student-teachers hold the intention to use their devices in their own teaching.
        Author
        Chimpololo, Andrew

        Subject
        Teacher Education
        Mobile Learning (mLearning)
        Series
        Journal of Learning for Development;vol. 7, no. 2
        URI
        http://hdl.handle.net/11599/3642
        Rights

        https://creativecommons.org/licenses/by-sa/4.0/
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        • Articles in Periodicals & Books [265]
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